Search results

The purpose of the study is to explore the interrelation between internal factors of learners and the external environment. The results of this study help to design a learning environment that improves students' self-efficacy and consequently self-regulated learning (SRL) behaviors of students.

The study adopts a quantitative approach to explore the relationship between learner's self-efficacy, self-regulation behavior and three factors in the online learning environment: course design, learning activities and relationship with instructors and peers. Participants of the study are 350 students in two universities in Vietnam.

The study finds that factors in the learning environment namely course design, learning activities and relationship within class significantly affect students' self-regulation. Moreover, results show that students' self-efficacy plays the mediating role in the relationship between learning environment and self-regulation.

Samples are taken by convenience sampling method, which may lead to sampling bias, and results may, to some extent, be misleading. The study was conducted in only two universities with limited student populations. A larger sample of students from other institutions may contribute to a better explanation of the relationships.

The study has a practical implication of contributing to the limited understanding of learners in an underdeveloped-research country context. The study also implies necessary changes to the long-standing, prevalent yet ineffective teaching and learning style.

The study calls for a renovation in the nation's traditional educational practices, having a social implication of creating a learning environment beneficial for learners.

This study is the first to investigate the impact of online learning environment and students' internal factors on their learning behaviors in Vietnam. The study is among the very few empirical research studies on the country's education generally and on self-regulation specifically, contributing to better understanding of learning experiences and the improvement of teaching.

This study investigates the main factors that lead to students’ satisfaction toward executive education blended learning.

Merging five theories (consumer satisfaction theory, self-determination theory, investment model, happy-productive student theory and service quality model), the author used quantitative research to develop a model, explaining executive education satisfaction taught in a blended learning approach. Administrated questionnaires were physically distributed in various business universities that offer education to mid-career executives in Egypt. Two hundred and seventy questionnaires were examined through structural equation modeling path coefficient analysis.

Results show that satisfaction with executive education in traditional classroom boundaries are due to three internal factors (personal/psychological): self-regulated learning, perceived future financial rewards and perceived ease of course; and two external factors: quality of instructor and course design. When courses are given online, satisfaction is developed due to two internal factors (personal/psychological): self-regulated learning and perceived future financial reward; and one external factor, course design.

Marketization signifies students as consumers of universities; student’s satisfaction is increasingly important for educational entities to attract and retain students. Thus, this study develops a coherent student’s satisfaction model to better manage and market executive education, leading to students’ contentment in theory and practice.

Student’s satisfaction has multiple facets that are stochastic as education evolves and develops. The contribution stems from the incorporation of various theories to explain student’s satisfaction of executive education taught in a blended approach: traditional classroom boundaries and digital platforms that offer access to online education. The research extracts significant set of reasons, showing executive education satisfaction is not entirely similar to other education programs; and satisfaction toward blended learning in executive education is not entirely similar to education offered solely online or physically.

This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.

The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.

The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.

Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.

This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory.

This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96).

Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid.

The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.

This paper aims to review the critical challenges and factors influencing the successful adoption of electronic learning (e-learning) systems in higher educational institutions before and during the current propagation of the coronavirus disease 2019 (COVID-19) pandemic.

This study undertook a literature review concerning the in-depth revision of previous studies published in 2020 and 2021. A total of 100 out of 170 selected research papers were adopted to identify and recognise the factors restricting the application of e-learning systems.

The findings determine and illuminate the most challenging factors that impact the successful application of online learning, particularly during the wide propagation of the COVID-19 pandemic. The review of the literature provides evidence that technological, organisational and behavioural issues constitute significant drivers that frontier the facilitation of the e-learning process in higher educational institutions.

The current paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers as this research spotlights the significant factors challenging the e-learning process before and during the pandemic crisis.

The provided in-depth literature review in this research will support the researchers and system designers with a comprehensive review and recent studies conducted before and during the COVID-19 pandemic considering the factors limiting the e-learning process. This paper formulates a valuable contribution to the body of knowledge that will assist the stakeholders in the higher educational institutions' context.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2022-0085.

This research explored how COVID-19 affects Shenzhen high school students' reading behavior and preference and their parents' attitudes toward reading during the lockdown.

This research adopted a qualitative approach to conduct one-on-one semi-structured interviews with parents of a boarding high school in Shenzhen, China. Thirteen parents were recruited through a purposeful sampling method, and NVivo12 software was used to analyze the results with a theme-based approach guided by the 5E instructional model.

The results revealed the effectiveness and problems of high school students' use of electronic resources and discovered changes in the reading behavior of high school students and their parents' attitudes during COVID-19.

There are few studies specifically on the reading behavior of boarding students from a parental view, especially in Asia. This research can fill the gaps in related research during COVID-19.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

Teaching management information systems (MIS) fundamental course remains a challenging task to date, encountering several continuing complaints from students as well as instructors, as per several studies. Several reasons are reported, some of which are related to little embrace of more innovative non-traditional techniques, and limited literature guidance on selection and effective use of appropriate strategies to various settings. Toward instructional innovation, this paper proposes and tests a pedagogical instrument. By introducing this tool, the ultimate objective is to minimize the confusion that students usually encounter during this course and to empower the instructors in the delivery of its interdisciplinary knowledge.

A triangulation of four methods is being employed: conceptual development, experimentation for 12 years, assessment in light of the self-regulated learning theory, and empirical analysis. For the latter method, an open-ended questionnaire as well as group interviewing were carried out.

The proposed instrument (need-function instrument [NFI]) was found to be in support of self-regulated learning to a promising extent in terms of its four core aspects. The participants were more inclined to accept as well as appreciate the instrument than report drawbacks. Yet, there are few complaints for the inability to distinguish between two introduced terms, ‘Information Problem’ and ‘Operations Problem’. Therefore, a future effort is deemed necessary to explore this aspect.

The results are based on a single case of educational institution which is not enough to generalize for other educational environments. Future research is necessary for testing in a variety of settings in terms of type of classroom, number of students enrolled, type of institution (public or private), etc.

Whereas the instrument is anticipated to render improvements in the students’ understanding of MIS content and to alleviate the task of the course leader in delivering the course, there are possible practical implications that should be paid careful attention to. They were analyzed in terms of four dimensions: the Instructor, the Student, the Classroom and Time.

The paper introduces a new pedagogical instrument/tool for teaching the MIS fundamental course.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.